itest’s stem workforce education model thursday october 6...
TRANSCRIPT
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STEM Learning and Research (STELAR) Center @ Education Development Center
ITEST’s STEM Workforce Education Model
Thursday October 6, 2016
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Who We Are
• STEM Learning & Research Center (STELAR)– http://stelar.edc.org/
• Education Development Center
• Supporting the program and its grantees since 2003
• Available to assist those considering submitting an ITEST proposal
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What We Do
• Facilitate projects’ success through technical support with a focus on synthesis of findings
• Inform and influence the field of STEM stakeholders by disseminatingproject findings nationally
• Deepen the impact and reach of the ITEST program by broadening participation in the ITEST portfolio
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Some of Our Activities
• Webinars: Effective Dissemination, Designing Research for ITEST Projects, Mentoring Models
• Monthly Newsletter: Information to stay updated on all things STEM and ITEST
• Project Liaisons: A STELAR staffer who works directly with each project to provide resources and make connections
• Regional and Thematic Meetings: A way for current projects to network with each other
• Management Information System (MIS): Annual collection of project information about what projects do, who they work with, what they have achieved
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Find Resources on STELAR Website
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Get Ideas for Designing ITEST Proposals
ITEST Proposal Development: http://stelar.edc.org/proposal-development
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Find Project Profiles
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Resource Library – Publications, Curricular Materials & Instruments
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Connect with others via the People Connector
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STELAR is on Social Media – Stay in Touch!
Contact us: [email protected]
Facebook: https://www.facebook.com/stelarctr
Twitter: https://twitter.com/STELAR_CTR
LinkedIn: https://www.linkedin.com/groups/STELAR-Center-4426955/about
Find resources: http://stelar.edc.org/
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Acknowledgement of Support
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1312022.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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STELAR Webinar: ITEST’s STEM Workforce Education Model
Presenters:
Joyce Malyn-Smith - Managing Project Director at Education Development Center and Senior Advisor to the STELAR Center
Kirk Knestis – CEO of Hezel Associateshttp://www.hezel.com/
David Reider – Principal Partner of Education Designwww.educationdesign.biz
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Joyce Malyn-SmithEducation Development Center, Inc.
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ITEST’s Data and Impact Working Group
• What does STEM career/workforce development look like?
• What data should STEM programs be collecting to show their impact on STEM workforce development?
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ITEST’s Guiding Questions:
1. What coherent sets of experiences effectively and efficiently support student competency (e.g. knowledge, skills), motivation and persistence for productive participation in the STEM-related workforce of today or in the future?
2. What instructional and curricular models can effectively engage teachers to utilize and integrate technologies so as to enhance student understanding of STEM-related occupations?
3. What roles might business and industry workforce members play in motivating students to become aware of, interested in, and prepared for careers in the STEM-related workforce?
4. What roles might business and industry play in preparing teachers to support student awareness of the workplace?
5. What strategies might parents, mentors and caregivers adopt in the digital and computer age that develop student understandings of and appreciation for the scientific, technical, mathematical, and engineering basis of technological developments?
6. What strategies effectively engage principals, guidance counselors, and other school system administrative leaders to promote student and teacher adoption and effective use of technologies that support STEM-related learning and career awareness?
7. Given the shifting demographics reflected in our current classrooms and in our country, what are effective and productive ways to ensure broadening participation by engaging diverse underrepresented populations in STEM programs and careers?
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Theoretical Foundations
Career Development
Social Cognitive
Social Constructionist
Developmental Contexualist
Exploration
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ITEST Workforce Education Helix
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Outcomes and Indicators
STEM Content Outcomes • Dispositions• Knowledge• Skills• Actions
STEM Career Outcomes • Dispositions• Knowledge• Skills• Actions
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STEM Outcomes Matrix
Dispositions Knowledge Skills Actions
STEMContent
Interest in biology
Understanding of the nitrogen cycle
Ability to collect environmental data
Taking an elective life sciences course
STEM Careers
Belief that one can be a scientist
Familiarity with engineering disciplines
Ability to write a technical report
Engaging in an engineering internship
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Kirk Knestis, PhD
STELAR Webinar: ITEST’s STEM Workforce Education Model
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About Logic Models
• Models are abstractions intended to serve a purpose
• In the context of ITEST, logic models…• Describe theories about “what causes
intended outcomes” in the STEM career education pipeline
• Illustrate relationships among factors (features of programs or innovations) and expected outcomes
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About Logic Models: Tabular Models
OUTCOMES
ACTIVITIES OUTPUTS Short Term Intermediate Long Term
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About Logic Models: Path Models
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About Logic Models: Uses• Improves quality of implementation and impact of
programs…• Develops consensus understandings of how the program works• Clarifies outcomes• Guides definition of measures of implementation and impact• Illustrates hypotheses to be tested for evaluation research• Informs evaluation study design, instrumentation, and analysis• Empowers communication about program design and
evaluation• Supports dissemination• Promotes efforts for sustainability
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STEM Workforce Development Logic Model
Coherent Sets of Experiences
- STEM Content Activities
- STEM Career Activities
Instructional and curricular models
Contribution of business and
industry workforce members
Strategies adopted by
parents, mentors, and caregivers
Strategies for preparing teachers
Shifting demographics
Competency in STEM-related
areas
Motivation Persistence
Productive participation in
the STEM-related workforce
Engagement
Utilization and integration of
technologies in teaching
Understanding of STEM-related occupations
Appreciation for the STEM basis of technological developments
Student and teacher adoption of technologies
Awareness of careers in the STEM-related
workforce
Interest in STEM careers
Entry into careers in the STEM-
related workforce
Effective and productive ways
to ensure broadening participation
Engagement in STEM programs
and careers
LEARNING Students Underrepresented in STEM Careers - K-12 CAREERS
LEARNING Educators - Formal and Informal TEACHING
STEM Workforce Development Programs
Dispositions Knowledge Actions Dispositions Knowledge Actions Skills Skills + + + + = =
STEM Workforce Development Logic Model From NSF ITEST Program Elements of Broad Areas of Research Guiding Questions
(National Science Foundation, 2015, p. 5) v.20160307
Motivation to pursue education for STEM-related
occupations
Awareness of STEM-related occupations
Provide students with technology- rich experiences
Disciplinary- based knowledge
Disciplinary- based practices
Critical thinking, reasoning, or
communication skills
Entry into STEM workforce sectors
Context / Inputs
From the NST ITEST Introduction (p. 3)
Knowledge and skills to support STEM workforce teaching and learning
Understanding of the STEM basis of technological developments
Color Key
STEM Content Activities & Outcomes STEM Career Activities & Outcomes Teacher Professional Development
Partnerships Cultural Context
Aligned with the ITEST STEM Workforce Development Helix
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STEM Workforce Development Logic Model• Elements of this model come from the ITEST
solicitation• Goal is to frame a “research agenda” around the
program• Targeted Disposition, Knowledge, and Skill
outcomesare precursors to desired Action outcomes
• Outcome model appliesto both educators andstudents, aligned with theSTEM outcomes matrix
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Program Features
• Context and Inputs• Strategies to be
applied by the program
• Features• Conceptual models
(e.g., for problem-based learning)
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Teacher Outcomes
• Dispositions• Engagement
• Knowledge and Skills
• To support STEM workforce teaching and learning
• Actions• Teaching and
learning activities implemented with students
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Student Outcomes• Dispositions• Knowledge• Skills – note that
none are necessarily stipulated for ITEST
• Actions –persistence
• Career outcomes are distal to ITEST projects
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STEM Workforce Development Logic Model• The model is new and not yet well examined• Elements are implicitly rather than directly
linked; little evidence has been established• Studies of if-then connections (hypotheses) can
be situated in the model• This would be the basis for a STEM workforce
development research agenda
Does this model have utility?
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STEM Workforce Development Logic Model
The STEM CAM Innovation Activities Knowledge Dispositions Skills Knowledge Dispositions Skills Actions
TEACHING Actions
STEM CAM Logic Model Hezel Associates - Syracuse, NY
v.20160805
Inputs
Student Outcomes Teacher Outcomes Implementation Research and Development Activities and Results
Effectively integrate
technology-rich PBL STEM
career content in teaching
Motivation to pursue STEM
career pathways - With local education agencies
- In local industry
Knowledge of math and science
content connected to local industry
Awareness of STEM-related careers in their
locale
Enter the STEM workforce
Video Content - Online
segments - Overview of
company - Virtual tour
Industry Partners - FAME
- Advanced Manufacturing
- Photonics
Companion Kits - Aligned with
CCSS - Tied to industry - Problem to be
solved - Connections to
resources
Classroom Teachers
Education Partners
- WFL BOCES - Local colleges
- WFL Component
Districts
Establish video hosting
Implement classroom Visits
by STEM professionals
Partner's Previous Grant
Results - MSP
- Teaching in Core
- 21st CCLC
Participation in focused student
tours Finalize industry partnerships,
formalize relationships
Record, produce, edit video content
Align video, PBL , and companion
kits to Gr4-7 CCSS
Teacher PD Package - Video
- Companion Kits - Curriculum
Time - Workplace tours
- Resources to support PD
Develop and assemble
companion kits
Awareness of STEM career opportunities available to
students
Understanding of career education
pathways for students in
targeted industries
Value to students of pathways to STEM-related
technical careers
Belief they can be in a STEM- related career
Ability to integrate the
model into other instruction
Integrate video into instruction
Implement companion kits - 21st Century
Skills - Problem based
learning
Understanding of applications of
math and science content
STEM teaching self-efficacy
21st Century workplace skills - Critical thinking - Communication - Collaboration
- Creativity
Understanding of 21st Century
Skills
Ability to integrate 21st
Century skills in insturction Application of
English Language Arts skills in STEM
careers
Pursuit of STEM related elective
courses
Persistence on track for BOCES
courses
Pursue certificate, associates
degree opportunities
Optional focused student tours of industry partners
Broader Impacts Distal outcomes not measured in project timeline
Design and Development
Research
Design
Guiding Question 3
Roles played by business and
industry workforce members
Motivation Become aware of careers in the STEM-related
workforce Become
interested in those careers
Prepared for those careers
Enter careers in the STEM-related
workforce
STEM CAM Model
Implementation
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Student Outcomes
• Dispositions• Knowledge• Skills• Actions –
including distal outcomes, framing Broader Impacts
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Workforce Education Models for K-12 STEM Education Programs: Exploratory Study on Workforce Impact
David ReiderEducation Design, INC
www.educationdesign.biz
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Exploratory StudyDeveloping an analysis
logo here
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Summary
ITEST projects commonly measure content, participation, teacher and student response, and dispositions toward STEM learning.
Workforce Development projects need to examine impact on workforce development issues.
Rethinking and reframing what we measure will have a direct impact on project design.
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Context
STEM Workforce constitutes one of the four strategic categories from the framework for the NSF directorate Education and Human Resources (EHR), in which the ITEST program is located.
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What data do we have: Querying the ITEST Population
• ITEST projects (PIs & Evaluators) w/workforce components
• Personal connections and STELAR project database• limited to projects that engaged HS students w/STEM
professionals• … of 250 total ITEST inventoried projects/32 matches
returned/6 responded• Total of n=12 (+ 6 eDez projects)
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Cursory findings
• Most claimed to engage in some kind of workforce education
• Most did not connect PD or classroom activities with actual workforce experiences
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Strong passive results
• e.g. 92% some kind of workforce element• 63% providing info on STEM careers• 45% provide actual workplace experiences
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Less strong active engagement
• 75% overall visits to workplace• … but 36% for inclusion of workforce partners as
central to team• Site visits are typically show-and-tell• Internships not clearly defined*
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Internships
• Real-world application of skills• Modeling workforce• Non-cognitive skills• Reciprocated value• Defining what it is/what it isn’t (e.g. working on a
project, but not onsite, getting paid vs. not, etc.)
Side
note
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ITEST Projects should ideally include both:
A. STEM Content ActivitiesB. STEM Career Development
Activities Three Learning and Support Dimensions:
1. Professional Development2. Partnerships3. Cultural Context (schools and
workplace)
ITEST STEM Workforce Education Helix
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Dimensions of Content & Career
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Dimensions of Content & Career
Content dimensions typically rate higher
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Internships—What we learned: GRACE Project
• GIS/T Resources and Applications for Career Education (EMU/MiVU/State of Michigan)
• 300 paid student internships/4 years• GIS skills in industry and municipalities• Elements of Career very high• Elements of Content changed from predictions
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Takeaway• Content, dispositions, change of practice not the only dimensions we need
to examine. These inform the efficacy of project on school-based experiences, not application or beyond-project workforce impact.
• Workforce Development projects need to examine impact on workforce development issues.
• Rethinking and reframing what we measure will have a direct impact on project design.
• Need to develop robust tools to measure workforce application issues
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Conclusions/Implications:
• More data needs to be collected on STEM career content and skills particularly as it measures lasting knowledge and skill outcomes for students
• Investigate/develop specific instruments, research methods and recommendations that focus on STEM career and workforce education components.
• More balanced representation of ITEST’s influence on students’ STEM motivation and participation – to inform design and development of pathways to STEM careers.
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For more information contact:
Joyce Malyn-SmithEducation Development [email protected]
Kirk KnestisHezel [email protected]
David ReiderEducation [email protected]
Or contact the STELAR Team - [email protected]
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Questions?
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Evaluation link